SK.ESS2 Earth and Space Science. The learner will be able to describe the influence of the sun and moon with relationship to day and night.
Other Content Area Standards Addressed:
SK. REI2 The learner will be able to sort objects by comparing common traits and uncommon traits. MK.MEA.3 Measurement. The learner will be able to apply nonstandard physical materials to measure distance. MK.MEA.4 Measurement. The learner will be able to measure the length of objectives using nonstandard units; compare and sort objects by length. LK.LIS1 LK.LIS4 LK.LIS5 LK.LIS6 RK.ROP.1-4; 8 & 10, 11
NETS-S Standards Addressed:
Creativity and Innovation
Technology Operation and Concepts
Critical Thinking and Problem Solving and Decision Making
Communication and Collaboration
Digital Citizenship
Research and Information Fluency
Enduring Understanding/Goal
Students will understand that: › This is a goal, not an objective. List the big ideas or concepts that you want them to come away with, not facts that they must know.
1. There is a relationship between the way the sun, earth and moon interact. 2. The sun is the center of our universe. 3. The earth has one moon.
Essential Question(s)
(What is the overall purpose for the learning and teaching that will happen in this unit? What are the overarching questions that you want learners to be able to answer? Essential questions should be big, global in scope, and possibly unanswerable. They should be important, challenging, interesting and intriguing to the learner.) › What leading questions can you ask of students to get them to understand the Big Ideas? › Address the heart of the discipline, are framed to provoke and sustain students interest; unit questions usually have no one obvious right answer 1. How do the sun, moon and earth affect each other and me? 2. Why are the sun and moon not always visible? 3. Can you name the objects in the daytime sky? 4. Can you name the objects in the nighttime sky? 5. Can you point to the earth in the picture? 6. Can you point to the sun in the picture? 7. Can you point to the moon in the picture? 9. What gives the earth daylight and night? 9. What happens to our shadows during the day?
Student objectives (outcomes)
Students will be able to: › These are observable, measurable outcomes that students should be able to demonstrate and that you can assess. Your assessment evidence in Stage 2 must show how you will assess these. › Your learning activities in Stage 3 must be designed and directly linked to having students be able to achieve the understandings, answer the essential questions, and demonstrate the desired outcomes
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. · Student will be able to describe the relationship of the sun to the earth as the sun rises and sets on the horizon. · Student will be able to predict the position of the sun according to the time of day. · Students will be able to describe the physical characteristics of the sun, earth, and moon. · Students will be able to compare and contrast the characteristics of the sun and moon.
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Stage 2 – Assessment Evidence
Performance Task(s)
› Authentic, performance based tasks that have students apply what they have learned and demonstrate their understanding. › Designed at least at the application level or higher on Bloom’s Taxonomy. › Rubrics can be used to guide students in self-assessment of their performance
. · Students will present a sequence of drawings of day and night sky. · Students will create a poster showing day and night activities using a graphic software ; i.e Kidpix or MS Paint program · Students will document their activities throughout the day with the use of a video camera and share. · Students will document the movement of the sun through the comparison of shadows using the digital camera. · Using the promethean board to project different pictures with shadows and have them sort the pictures based on a progressing timeline.
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Other Evidence of Student Understanding
› includes pre-assessment, formative assessment, and summative assessment evidence › Can be individual or group based › Can include informal methods (such as thumbs up, thumbs down, and formal assessments, such as quiz, answers to questions on a worksheet, written reflection, essay
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Anticipation guide about the sun, earth and moon.
Sorting out the pictures taken by students on Promethean.
Identify
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Stage 3 – Learning Plan
Learning Activities
This is the core of your lesson plan and includes a listing describing briefly (usually in bullet or numbered form so easy to follow) what: › the students will do during the class to prepare them for the outcomes you expect of them. › the teacher will do to guide the learning
. Day 1 : Introductory Lesson Ø Student will do a KWL chart. Ø Preview vocabulary. Ø Use Discovery Education/Brainpop Jr. http://player.discoveryeducation.com/index.cfm?guidAssetId=8737EBFE-091D-4501-B334-7C86716F8541&blnFromSearch=1&productcode=US
Ø Reading fiction and nonfiction related (Moonbear's shadow / Frank Asch Day 2 : Discovery Day Ø Go outside and gather data by taking .pictures of shadows on different times of the day. Ø Reading fiction and nonfiction related books. Day 3 : Sorting Data Ø Reading fiction and nonfiction related books. Ø Importing photos into the computer and project them on the promethean and have them sort the pictures based on a progressing timeline. Ø Create a photo story. Day 4 : Measuring Day Ø Use non standard units (crayons, tiles, sheet of paper, paperclips) to measure the length of the shadows on particular time of the day. Day 5 : The Moon Ø Read and Discuss “Papa Get the Moon for Me” by Eric Carle. Ø Read and Discuss “Goodnight, Moon” by Margaret Wise Brown. Ø View and discuss a video All About the Moon.
Essential Question(s): 1. How do the sun and moon effect each other and me?
Lesson Plan/Activities: (describe student-centered learning, differentiated instruction, IBL/PBL, assessments, NETS and 21st century skills associated with this lesson.)
Day 1 : Introductory Lesson Ø Student will do a KWL chart. Ø Preview vocabulary. Ø Use Discovery Education/Brainpop Jr. Ø Reading fiction and nonfiction related Resources:
KWL Chart Vocabulary list (Dolch website) Promethean Planet (need specific app) Discovery Education (find specific video…stx may have no access) Atomic learning(stx has no access to ths) Scratch.mit.edu (??) Brainpop Jr. (STX has no access to this) List of suggested books
Team B, Unit 1
Stage 1 - Desired Results
SK.ESS2 Earth and Space Science. The learner will be able to describe the influence of the sun and moon with relationship to day and night.
Other Content Area Standards Addressed:
SK. REI2 The learner will be able to sort objects by comparing common traits and uncommon traits.
MK.MEA.3 Measurement. The learner will be able to apply nonstandard physical materials to measure distance.
MK.MEA.4 Measurement. The learner will be able to measure the length of objectives using nonstandard units; compare and sort objects by length.
LK.LIS1
LK.LIS4
LK.LIS5
LK.LIS6
RK.ROP.1-4; 8 & 10, 11
NETS-S Standards Addressed:
Creativity and Innovation
Technology Operation and Concepts
Critical Thinking and Problem Solving and Decision Making
Communication and Collaboration
Digital Citizenship
Research and Information Fluency
Students will understand that:
› This is a goal, not an objective. List the big ideas or concepts that you want them to come away with, not facts that they must know.
1. There is a relationship between the way the sun, earth and moon interact.
2. The sun is the center of our universe.
3. The earth has one moon.
(What is the overall purpose for the learning and teaching that will happen in this unit? What are the overarching questions that you want learners to be able to answer? Essential questions should be big, global in scope, and possibly unanswerable. They should be important, challenging, interesting and intriguing to the learner.)
› What leading questions can you ask of students to get them to understand the Big Ideas?
› Address the heart of the discipline, are framed to provoke and sustain students interest; unit questions usually have no one obvious right answer
1. How do the sun, moon and earth affect each other and me?
2. Why are the sun and moon not always visible?
3. Can you name the objects in the daytime sky?
4. Can you name the objects in the nighttime sky?
5. Can you point to the earth in the picture?
6. Can you point to the sun in the picture?
7. Can you point to the moon in the picture?
9. What gives the earth daylight and night?
9. What happens to our shadows during the day?
Students will be able to:
› These are observable, measurable outcomes that students should be able to demonstrate and that you can assess. Your assessment evidence in Stage 2 must show how you will assess these.
› Your learning activities in Stage 3 must be designed and directly linked to having students be able to achieve the understandings, answer the essential questions, and demonstrate the desired outcomes
.
.
· Student will be able to describe the relationship of the sun to the earth as the sun rises and sets on the horizon.
· Student will be able to predict the position of the sun according to the time of day.
· Students will be able to describe the physical characteristics of the sun, earth, and moon.
· Students will be able to compare and contrast the characteristics of the sun and moon.
.
.
.
.
.
.
.
.
Stage 2 – Assessment Evidence
› Authentic, performance based tasks that have students apply what they have learned and demonstrate their understanding.
› Designed at least at the application level or higher on Bloom’s Taxonomy.
› Rubrics can be used to guide students in self-assessment of their performance
.
· Students will present a sequence of drawings of day and night sky.
· Students will create a poster showing day and night activities using a graphic software ; i.e Kidpix or MS Paint program
· Students will document their activities throughout the day with the use of a video camera and share.
· Students will document the movement of the sun through the comparison of shadows using the digital camera.
· Using the promethean board to project different pictures with shadows and have them sort the pictures based on a progressing timeline.
.
.
..
.
.
› includes pre-assessment, formative assessment, and summative assessment evidence
› Can be individual or group based
› Can include informal methods (such as thumbs up, thumbs down, and formal assessments, such as quiz, answers to questions on a worksheet, written reflection, essay
.
.
.
.
.
.
.
.
.
.
.
Stage 3 – Learning Plan
This is the core of your lesson plan and includes a listing describing briefly (usually in bullet or numbered form so easy to follow) what:
› the students will do during the class to prepare them for the outcomes you expect of them.
› the teacher will do to guide the learning
.
Day 1 : Introductory Lesson
Ø Student will do a KWL chart.
Ø Preview vocabulary.
Ø Use Discovery Education/Brainpop Jr.
http://player.discoveryeducation.com/index.cfm?guidAssetId=8737EBFE-091D-4501-B334-7C86716F8541&blnFromSearch=1&productcode=US
Ø Reading fiction and nonfiction related (Moonbear's shadow / Frank Asch
Day 2 : Discovery Day
Ø Go outside and gather data by taking .pictures of shadows on different times of the day.
Ø Reading fiction and nonfiction related books.
Day 3 : Sorting Data
Ø Reading fiction and nonfiction related books.
Ø Importing photos into the computer and project them on the promethean and have them sort the pictures based on a progressing timeline.
Ø Create a photo story.
Day 4 : Measuring Day
Ø Use non standard units (crayons, tiles, sheet of paper, paperclips) to measure the length of the shadows on particular time of the day.
Day 5 : The Moon
Ø Read and Discuss “Papa Get the Moon for Me” by Eric Carle.
Ø Read and Discuss “Goodnight, Moon” by Margaret Wise Brown.
Ø View and discuss a video All About the Moon.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
1. How do the sun and moon effect each other and me?
Lesson Plan/Activities:
(describe student-centered learning, differentiated instruction, IBL/PBL, assessments, NETS and 21st century skills associated with this lesson.)
Day 1 : Introductory Lesson
Ø Student will do a KWL chart.
Ø Preview vocabulary.
Ø Use Discovery Education/Brainpop Jr.
Ø Reading fiction and nonfiction related
Resources:
KWL Chart
Vocabulary list (Dolch website)
Promethean Planet (need specific app)
Discovery Education (find specific video…stx may have no access)
Atomic learning(stx has no access to ths)
Scratch.mit.edu (??)
Brainpop Jr. (STX has no access to this)
List of suggested books